Speaker
Description
This study explores integrating SDGs into EFL lessons to enhance young learners’ language and critical thinking through a 12-week dialogical approach in a Turkish public school. Using an embedded mixed-methods design, improvements were observed in environmental knowledge, functional language use, and critical thinking. Learners shifted from basic descriptions to proposing solutions, demonstrating reflective and hypothetical reasoning. The findings highlight the potential of SDG-integrated instruction to foster socially responsible, environmentally aware, and linguistically competent young learners.
Summary
This presentation demonstrates how integrating SDGs into English lessons enhances young learners’ language and critical thinking through a dialogical approach. A 12-week program at a public school in Turkey showed significant improvements in critical reflection on environmental problems, alongside gains in environmental knowledge and functional language use. The findings highlight how sustainable language pedagogies can be effectively implemented across diverse educational contexts.
| Teaching Context | Teaching children |
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